RICA subtest 2 Exam with Verified Answers Graded A+
1. An example of a reading comprehension statement I am going to visu-
written in academic language is: alize what is hap-
pening in the se-
lection.
2. Before reading the story, Look Out Kindergarten, Here develop back-
I Come, the teacher brought in realia (pencils, scis- ground knowledge
sors, crayons, glue, paper) to support her students to support com-
with vocabulary that will be encountered in the story prehension of new
and discussed the characteristics. This vocabulary information.
lesson will allow students to:
3. A vocabulary strategy that supports early vocabulary classifying and
development for students is: categorizing
words.
4. The "Matthew Effect", which relates to vocabulary, can a term used
be explained as: by a psycholo-
gist that describes
how readers ac-
quire large vocab-
ularies by reading
extensively, which
widens the gap
of knowledge be-
tween them and
the students who
read less.
5. During independent reading of an expository text Before reading, in-
about dinosaurs, the students in a second-grade class troduce the mean-
had difficulty with the vocabulary words "prehistoric ing of target vo-
ooze". Which of the following is the best strategy to cabulary and ex-
support students' understanding of the complex vo- plain words one
cabulary? at a time us-
ing student-friend-
ly explanations.
6.
1/7
, RICA subtest 2 Exam with Verified Answers Graded A+
According to research, most students learn vocab- students learn
ulary indirectly. An example of indirect vocabulary word meanings
learning is: from listening to
adults read to
them and engage
in conversations
about new words
encountered in the
texts.
7. In order to determine the vocabulary for direct in- the tier levels of
struction prior to reading a text, the teacher needs to academic vocab-
consider: ulary encountered
in the text.
8. It is important for a teacher to explicitly teach tier to promote
three vocabulary to elementary students for all of the word conscious-
following reasons except: ness and an
enthusiasm for
words.
9. Prior to teaching a lesson on mammals, a third-grade word learning
teacher displayed the following graphic organizer on strategies.
the board:
This graphic organizer will support the student in
developing:
10. A fifth-grade teacher designs the following vocabulary direct instruction
lesson for her students: of vocabulary
Introduce spelling and pronunciation of target words.
Read a familiar sentence that includes the target word.
Ask students to identify any context clues that can
support them in determining the meaning of the target
word.
2/7
1. An example of a reading comprehension statement I am going to visu-
written in academic language is: alize what is hap-
pening in the se-
lection.
2. Before reading the story, Look Out Kindergarten, Here develop back-
I Come, the teacher brought in realia (pencils, scis- ground knowledge
sors, crayons, glue, paper) to support her students to support com-
with vocabulary that will be encountered in the story prehension of new
and discussed the characteristics. This vocabulary information.
lesson will allow students to:
3. A vocabulary strategy that supports early vocabulary classifying and
development for students is: categorizing
words.
4. The "Matthew Effect", which relates to vocabulary, can a term used
be explained as: by a psycholo-
gist that describes
how readers ac-
quire large vocab-
ularies by reading
extensively, which
widens the gap
of knowledge be-
tween them and
the students who
read less.
5. During independent reading of an expository text Before reading, in-
about dinosaurs, the students in a second-grade class troduce the mean-
had difficulty with the vocabulary words "prehistoric ing of target vo-
ooze". Which of the following is the best strategy to cabulary and ex-
support students' understanding of the complex vo- plain words one
cabulary? at a time us-
ing student-friend-
ly explanations.
6.
1/7
, RICA subtest 2 Exam with Verified Answers Graded A+
According to research, most students learn vocab- students learn
ulary indirectly. An example of indirect vocabulary word meanings
learning is: from listening to
adults read to
them and engage
in conversations
about new words
encountered in the
texts.
7. In order to determine the vocabulary for direct in- the tier levels of
struction prior to reading a text, the teacher needs to academic vocab-
consider: ulary encountered
in the text.
8. It is important for a teacher to explicitly teach tier to promote
three vocabulary to elementary students for all of the word conscious-
following reasons except: ness and an
enthusiasm for
words.
9. Prior to teaching a lesson on mammals, a third-grade word learning
teacher displayed the following graphic organizer on strategies.
the board:
This graphic organizer will support the student in
developing:
10. A fifth-grade teacher designs the following vocabulary direct instruction
lesson for her students: of vocabulary
Introduce spelling and pronunciation of target words.
Read a familiar sentence that includes the target word.
Ask students to identify any context clues that can
support them in determining the meaning of the target
word.
2/7
